Liberal Studies Liberal Studies

Education Bureau
New Senior Secondary Curriculum
Liberal Studies
Parents’ Handbook
1 Introduction
Liberal Studies is a core subject in the New Senior
Secondary (NSS) curriculum. This handbook is designed to
brief parents on the objectives and design of Liberal Studies
as well as to answer queries of most concern to them, so that
they know better how to help their children study the subject.
For more detailed information about the subject, parents
can visit the “Web-based Resource Platform for Liberal
Studies” (http://ls.edb.hkedcity.net), or download the Liberal
Studies Curriculum and Assessment Guide (Secondary 4 - 6)
from the Platform.
This handbook consists of the following parts:
Curriculum aims and content of Liberal Studies p. 2
Modes of learning in Liberal Studies p. 12
Assessment design and public examination for Liberal Studies p. 24
How can parents help their children study Liberal Studies? p. 29
Frequently asked questions p. 32
1
2 Curriculum Aims and Content of
Liberal Studies
Why is it necessary to study Liberal Studies?
Why is it made a “compulsory subject”?
Different sectors of the community have been interpreting the term “Liberal
Studies” differently and thus holding different expectations for the subject. These
expectations, of which some are very far-reaching indeed, all revolve around the
common goal of enabling students to become citizens with a broad knowledge base,
high adaptability to change, independent thinking and life-long learning capabilities, so
that they are able to see things from multiple perspectives and to establish their own
views and values.
2
In fact, students need the aforementioned knowledge, skills and attitudes to face
an ever-changing society and a knowledge-based economy. Therefore, the Education
Bureau (EDB) has introduced Liberal Studies as a core subject under the NSS
curriculum so that every student has the opportunities:
to enhance their Awareness of their society, their
nation, the human world and the physical environment,
as well as develop positive values ( wareness);
to Broaden their knowledge base and expand their
perspectives on things ( roadening); and
o Connect knowledge across different disciplines and
enhance their Critical thinking skills ( onnection skills
& ritical thinking).
Chinese
Language
English Elective
Language Subject 1
Other Issues in Liberal
Learning Studies Elective
Experiences Subject 2
Elective
Mathematics
Subject 3
Liberal Studies and the Three-year Senior Secondary Curriculum
3
Does “Liberal Studies” really cover everything?
If anything can be
discussed in Liberal
Studies, then does it
take a Dr Know-all to
study the subject?
I heard that “Liberal We want our children
Studies” has no clear to read extensively
scope; it only makes and be well-versed in
students learn to Chinese and Western
think… classics…
They say “Liberal Studies”
is just for students to
express their personal
views and feelings. That
sounds like an “empty talk”
subject to me…
4
Liberal Studies takes up about 10% of the total lesson time in the overall three-
year senior secondary curriculum (i.e. about 270 hours for three years). In order to
provide all senior secondary students with a Liberal Studies curriculum of broad and
balanced coverage, the subject was designed with practical considerations given to
making good use of the knowledge and skills students have acquired in junior secondary
education. Therefore, Liberal Studies has to have a manageable scope.
Limited by the amount of lesson time, Liberal Studies may not be able to fully
meet the various expectations of all people. However, it is designed with clear areas
and foci of study, and is of great use to students in understanding and handling different
issues in the contemporary world.
Is Liberal Studies a “brand-new” subject?
The precious and practical experiences gained through Liberal Studies (Advanced
Supplementary Level) implemented in 1992 and Integrated Humanities (Secondary
4 - 5) as well as Science and Technology (Secondary 4 - 5) introduced in 2003
have provided a fertile ground for the implementation of the NSS Liberal Studies
curriculum.
The rationale, pedagogy and assessment modes for Liberal Studies share
similarities with those of many other subjects.
The design of Liberal Studies has taken into account overseas experiences in
critical thinking training, life education, values education and civic education, with
due consideration given to their relevance in the Hong Kong context so as to avoid
direct “transplantation” of the foreign modes into local secondary schools.
The knowledge and skills students have acquired from different Key Learning
Areas and learning experiences in basic education provide the necessary
foundation for studying the NSS Liberal Studies curriculum.
6
Below are experiences shared by persons who studied Liberal Studies
(Advanced Supplementary Level) when they were in secondary school:
The information processing skills and
analytical skills I gained in studying
Liberal Studies during my secondary
years are very useful to my current
job. For instance, we got to acquaint
ourselves with the background of
the roles we played when we were
conducting a role-play activity. Such
valuable learning experience has raised
my awareness of things around me
and enabled me to better consider my
clients’ perspectives when I am handling
their legal matters.
A History undergraduate
A solicitor
The information gathering
skills and analytical skills I
acquired in carrying out the
Liberal Studies project are
of great use to my current
study at university, especially
for writing essays and project
reports.
7
What do students learn in Liberal Studies?
Liberal Studies provides many opportunities for students to use the knowledge they
have acquired from different disciplines to explore things around them and issues
which affect their lives. Therefore, it is not a subject for doing “news commentaries”
only, nor is it merely for students to express their personal feelings.
The Liberal Studies curriculum comprises three Areas of Study. It aims to help
students develop an understanding of themselves, their society, their nation, and
the world.
There are six modules under the three Areas of Study. For each module, there is a
list of suggested “enquiry questions”. Teachers will guide students to explore these
questions making use of controversial events and issues that arouses heated
discussion and debates among different sectors of the community.
8
Self & Personal Development
Module 1: Personal Development & Interpersonal
Relationships
Students are required to
conduct an “Independent
Society & Culture
Enquiry Study” (IES) making
Module 2: Hong Kong Today use of the knowledge and
Module 3: Modern China perspectives gained from the
Module 4: Globalization three Areas of Study.
Science, Technology & the Environment
Module 5: Public Health
Module 6: Energy Technology & the Environment
For details of the NSS Liberal Studies curriculum, please refer
to Chapter 2 of the Liberal Studies Curriculum and Assessment
Guide (Secondary 4 - 6).
9
It is worth noting that the three Areas of Study are by no means independent
fields of knowledge or self-contained disciplines. In fact, the knowledge, skills and
perspectives students developed through the three Areas of Study are inter-connected
and can be used to analyse a broad range of issues.
One of the enquiry questions
for Module 5: “Public
Health” is “What challenges
do different sectors of
society, the government and
international organisations
have in maintaining and
promoting public health?”
For the next lesson,
we’ll explore whether
central slaughtering
of poultry should be
implemented in Hong
Kong to combat the
spread of avian flu. So,
please…
10
Last month, when we discussed “the
impact of the recent Policy Address on
the quality of life of Hong Kong people”,
a topic related to Module 2: Hong Kong
Today, we learned how to analyse issues
from different perspectives, such as
the political and economic perspectives.
One of my teammates found an online
forum with many discussions about
government policies…
Then, we can include
those perspectives
in our analysis of
the issue of “central
slaughtering”. We
can also visit that
online forum for
more information as
well…
We’ve learned how to
apply concepts such as
“conflict of interests” and Right, we can use them to
“balance of interests”… see how the government can
balance the interests of
different stakeholders such
as poultry traders and the
public…
11
3 Modes of Learning in
Liberal Studies
How do students study Liberal Studies?
Issue-enquiry
Issues explored in Liberal Studies are often those that are widely discussed in
society (e.g. should certain historic buildings be demolished?). These issues involve
a number of controversies (e.g. should we pursue “urban development” or “cultural
conservation”?), and no consensus on them has yet been reached in the community.
The “issue-enquiry” approach adopted for NSS Liberal Studies is a process in
which students take the initiatives in raising questions, consult a range of references
and opinions and then reflect on their own views, make suggestions or propose
solutions to problems. Throughout the entire issue-enquiry process, students may
learn to understand the views of different stakeholders (such as the government, non-
governmental organisations, parents, young people, etc.) on the issues explored, and
understand the issues from a variety of perspectives (such as economic, cultural,
scientiﬁc, etc.). They will also learn to respect evidence, stay open-minded to different
viewpoints and formulate their own stance on different issues.
12
During the enquiry process, students have the opportunity to think, discuss,
collaborate with their peers, and collect information after class. Generally speaking, the
issue-enquiry process involves the following steps:
Collect information from different sources to understand
the issues
Select and organise information
Identify the values underlying different views and
compare the suggestions made
Evaluate the views and suggestions
Decide which views to support or which solutions to adopt
Group presentation, report writing, video production, etc.
13
Mr Cheung goes through an issue-enquiry on the topic of slimming
with his students:
1. He works with them to collect slimming cases and advertisements.
2. He shows them videos and articles on authentic slimming cases.
3. He organises group discussions with the help of worksheets, and
asks the students to study the cases and analyse the following with
evidence to support their arguments:
• the reasons for undergoing slimming treatment of the individuals in
the cases (i.e. personal reasons or influences from external factors
such as the media or popular trends); and
• the deﬁciencies in different slimming methods and their impact on
people’s physical and mental development as well as interpersonal
relationships.
4. He provides an opportunity for them to apply concepts such as
“self-esteem”, “peer pressure”, “popular trends”, “media ethics”
and “understanding of health” in their analysis through the group
discussions above.
5. He refers his students to some slimming advertisements and asks
them to explore the promotional strategies, services, products and
14
recommendations of slimming companies, with an aim to identify the
consumers’ considerations they were appealing to, and see whether
they have clearly explained the potential risks involved in their
services.
6. He provides them with information and data obtained from online
forums and asks them to analyse why some consumers, being well
aware of the potential risks of certain slimming services and products,
are still willing to continue using them instead of turning to safer and
healthier alternatives.
7. He holds a role-play “public forum” in class and allots roles, such as
Health Department ofﬁcials, representatives of the cosmetic industry,
representatives of the Consumer Council, parents and student
representatives, to the students and asks them to discuss: “Should
the government mandate parental consent for young people to
purchase slimming services?”
8. He summarises the students’ discussions and gives them follow-up
assignments.
1
“Independent Enquiry Study” (IES)
“IES” allows students to choose their own study titles which suit their interests. It
provides an opportunity for students to conduct a self-directed study and demonstrate
various skills (such as problem-solving skills and self-management skills). These skills
provide a useful foundation for students’ further studies and future careers.
As students have already experienced different modes of project learning in
different subjects during primary and junior secondary education, they should have
acquired some understanding of the basic project skills (such as skills in collecting
and organising information, and in presenting the products). However, as an important
component of a senior secondary subject, the “IES” requires students to demonstrate
more advanced thinking skills.
Nature: It is not only an assignment, but also an integral part of classroom learning
and an essential learning experience in the Liberal Studies curriculum. It
provides students with a good opportunity for self-directed learning.
Aim: It aims to provide an opportunity for students to learn to become self-
directed learners. Throughout the enquiry process, students are required
to take the initiatives in raising questions and finding answers, and to be
responsible for their plans and decisions.
16
The enquiry process:
selecting a title relevant to the three Areas of
Study according to the student’s own interests and
aspirations, and writing up Project Proposal
collecting, organising and analysing relevant
information or data
compiling a report to show the results of the study
and the student’s reflections on it
Product: The main body of the report can be in written or non-written forms (e.g. a
video programme). The former should be between 1,500 and 4,000 words
while the latter should be accompanied by a short written text (of 300 - 1,000
words) explaining the main idea of the project and showing the student’s
reflections on it.
Teachers’ role: In the three-year curriculum, 90 hours of lesson time is reserved
for teachers to supervise and guide their students in the
study process so that the students can carry out their study
independently.
17
Chi-keung is sporty and is a member of the school football team. He
noticed that there is great solidarity in the school football team but low morale
in the school basketball team. Having explored some issues relating to the
relationships of students with their peers and seniors in the Liberal Studies
lessons and read some books encouraging young people to engage in different
kinds of group activities, Chi-keung decided to carry out his IES using “the
impact of participation in the school’s ball teams on interpersonal relationships”
as the title. He shared his ideas in class and gathered some feedbacks from his
teachers and classmates. He then wrote up a “Project Proposal” which briefly
explained the aims and methodology of the study.
With the permission from the respective coaches, Chi-keung observed
18
certain training sessions of the different ball teams in his school, and paid
attention to the modes and content of communication among the players.
He interviewed some players from each team on how they get along with
team players. Chi-keung recorded the data systematically by using a preset
observation table and an interview outline. Later, he organised the information
collected and reported them in class.
Having organised the data, Chi-keung discovered that participation in
group activities such as school’s ball teams may not necessarily enhance young
people’s interpersonal relationships. He tried to analyse the training processes
of the ball teams and identify the factors that promote communication among
players, the factors that hinder it, and the kinds of atmosphere and leadership
style conducive to good interpersonal relationships among players. Reflecting on
the entire enquiry process, Chi-keung realised that there was still plenty of room
for improvement. Finally, he compiled a 3,000-word report on his study results
and his reflections on the study.
For details about “Independent Enquiry Study”, please refer to
Section 2.8, Chapter 2 of the Liberal Studies Curriculum and
Assessment Guide (Secondary 4 – 6).
19
Are “textbooks” necessary to students’
learning in Liberal Studies?
During their study of Liberal Studies, students often have to access up-to-
date information sources of current affairs. Therefore, the learning and teaching
resources selected for this subject must often be kept updated. They should also
provide background and basic knowledge related to the issues explored, and bring
out the views, suggestions and values of different groups in society.
For effective learning of the subject, students do not have to rely on a single
“textbook” as a major learning resource. On the contrary, they should refer to
a wider range of information sources such as books, newspapers, magazines,
television programmes, web-based learning materials, and even their own
experiences.
20
What if schools have already adopted certain
“textbooks” for NSS Liberal Studies?
Some schools may use “textbooks” to provide a starting point for teachers and
students to adapt to the learning and teaching of Liberal Studies.
“Textbooks” selected by schools should only be treated as supplementary
resources for the study of certain issues. Teachers should not be expected to cover
everything in the textbooks.
Owing to the ever-changing nature of issues to be explored in Liberal Studies,
teachers will provide students with diverse learning materials relevant to these
issues and adapt the content of the “textbooks” to cater for the different learning
needs of students. Students should also participate in the collection and analysis of
information so as to enjoy fruitful learning outcomes.
21
22
1. strengthen students’ knowledge gained through the eight KLAs in the junior
forms and ensure that students have a sound development of the generic
skills (such as critical thinking skills, creativity and communication skills), and
positive values and attitudes;
2. implement the Four Key Tasks # Note 2 as part of the strategies to develop
students’ learning to learn capacity and provide them with a cross-curricular
or cross-disciplinary learning opportunity.
Note 1 The eight KLAs are Chinese Language Education, English Language
Education, Mathematics Education, Science Education, Technology
Education, Personal, Social & Humanities Education, Arts Education
as well as Physical Education.
Note 2 The implementation of the Four Key Tasks within and across the
KLAs in schools helps students to develop independent learning
capabilities. The Four Key Tasks are “Reading to Learn”, “Project
Learning”, “Moral and Civic Education”, and “Information
Technology for Interactive Learning”.
23
4
Assessment Design and Public
Examination for Liberal Studies
Why is public assessment needed for
Liberal Studies?
Public assessment is conducted for this subject so that students’ efforts and
achievements in this important subject are properly assessed, recognised and reported.
Public assessment also allows students’ learning outcomes in this subject to be
recognised by both local and overseas educational institutions. In fact, Liberal Studies
has been made an admission criterion by all local universities.
The public assessment of NSS Liberal Studies consists of a public examination
component and a School-based Assessment (SBA) component:
Component Part Weighting Duration
Paper 1: 50% 2 hours
Data-response questions
Public (answer all questions)
Examination Paper 2: 30% 1 hour & 15
Extended-response questions minutes
(answer one of the questions only)
School-based
Assessment “Independent Enquiry Study” (IES) 20%
(SBA)
24
Do students need to memorise a lot of information when
preparing for the public examination of Liberal Studies?
Assessment in Liberal Studies requires candidates to study and master a range of
issues in different contexts. They should be able to integrate as well as apply what
they have learnt to enquire into and reflect upon different issues.
The question format used in Liberal Studies is not designed to test whether
candidates could provide certain “correct answers”; and there will not be any “model
answers” to the examination questions. Candidates are required to demonstrate
a sound understanding of the issues reflected in the given data, show a proper
understanding of the requirements of the questions, and express their own
opinions on the issues.
The two papers aim to assess abilities such as identification, application
and analysis of given information. They provide a wide context for students
to demonstrate various higher-order skills (e.g. drawing critically on relevant
experience and the views of others) and skills in communicating their views
systematically.
To secure good results in Liberal Studies, students do not have to memorise certain
theories or information. Rather, they should work at deepening their understanding
of the enquiry questions for the six modules and enhance the various abilities
stressed in the assessment of this subject through the process of issue-enquiry.
For Liberal Studies, “model answers” and detailed notes would help neither the
learning of the subject nor the taking of examination. Study methods that are overly
examination-oriented and emphasise too much on drilling of answering techniques
will only dampen students’ motivation and deprive them of the opportunity for self-
directed learning.
NEWS
2
Without any “model answers”, how will students’
examination answer scripts be marked in Liberal Studies?
The Hong Kong Examinations and Assessment Authority (HKEAA) has adopted
a rigorous monitoring mechanism to ensure fairness in marking:
experienced secondary school teachers are appointed as markers;
for each question, markers are provided with clear marking guidelines comprising
level descriptors according to the candidates’ different standards of performance;
before the marking work starts, a Markers’ Meeting will be held to arrive at
professional consensus on the marking criteria and standards for each question;
markers are required to go through training and pass a qualifying test before they
are allowed to mark the live scripts;
qualified markers are required to follow the marking guidelines instead of their
personal and subjective views or preferences;
the Chief and Assistant Examiners will supervise markers’ work through systematic
checkmarking; and
“double-marking”, i.e. the independent marking of each script by two markers, will
be adopted. If there is a signiﬁcant discrepancy in the marks awarded by the two
markers, the HKEAA will take further action to ensure the reliability of the marking.
26
Miss Ng is the Secondary Four Liberal Studies Co-ordinator of a
secondary school and was responsible for setting the first term examination
paper. She also drafted the marking guidelines with reference to the HKEAA’s
assessment requirements for public examinations and students’ learning progress.
After the examination, Miss Ng selected some scripts as samples and
asked all the other Secondary Four Liberal Studies teachers to try marking those
scripts according to the draft marking guidelines. Later, Miss Ng held a meeting
to address the colleagues’ difﬁculties and queries in marking the sample scripts.
Then they reached consensus on the marking criteria.
Through the above steps, Miss Ng solved the problem of discrepancies
in colleagues’ own marking criteria, and came up with a set of agreed marking
guidelines for all colleagues.
For details about public assessment for Liberal Studies, please
refer to Chapter 5 of the Liberal Studies Curriculum and
Assessment Guide (Secondary 4 - 6) and the HKEAA’s website at
http://www.hkeaa.edu.hk/en/HKDSE/Subject_Information/lib_st/,
where the “Sample Papers for Hong Kong Diploma of Secondary
Education Liberal Studies” are provided.
27
How will the School-based Assessment be administered?
The School-based Assessment (SBA) component of Liberal Studies (i.e. in
the form of an IES) is assessed in three stages by the students’ own teachers. The
HKEAA has published a School-based Assessment Teachers’ Handbook. Schools will
work according to the guidelines in the Handbook so that teachers will decide on a set
of professional, fair, practical and feasible criteria for awarding marks through various
means.
Mr Wong is the Liberal Studies panel chairperson of a local secondary
school. He called a meeting for all his Liberal Studies colleagues and asked
the teachers to discuss the criteria
for marking students’ IES projects
with reference to the School-based
Assessment Teachers’ Handbook.
He then asked them to try marking
some students’ works and agreed
on a set of fair marking criteria with
them before actual marking work
starts.
To ensure fairness in SBA, the School-based Assessment Teachers’ Handbook
sets out the ways of authenticating students’ work (Section 3.3) and handling
malpractice (e.g. copying others’ work) (Chapter 6). The Handbook can be obtained from
the HKEAA’s website.
For details about SBA, parents may visit the following websites:
- School-based Assessment: http://www.hkeaa.edu.hk/en/sba
- School-based Assessment for Hong Kong Diploma of
Secondary Education (HKDSE):
http://www.hkeaa.edu.hk/en/sba/sba_hkdse/
- School-based Assessment for Liberal Studies:
http://www.hkeaa.edu.hk/en/sba/sba_hkdse_core/
28
How Can Parents Help Their
Children Study Liberal Studies?
Schools provide students with a suitable environment and methods of learning
so that students may master the subject. Since Liberal Studies aims to help students
develop “independent” and “self-directed” learning capabilities, there is no need for
parents to lend their hand for tasks that their children are able to complete on their own
(e.g. assignments and the IES projects). Rather, it is important that parents give their
children timely encouragement and care. To enhance their children’s learning in Liberal
Studies, parents do not need to “know everything”, but should work with the school to:
1) enhance their children’s social awareness
Parents can make full use of the different media and online resources, including
relevant web links to various organisations, government websites, newspaper and /
or magazine websites, TV news programmes, and daily-life activities, to cultivate in
their children an awareness of their surroundings. For instance, parents can:
discuss with their children what is happening around them;
discuss current issues with their children from
different angles; and
set a role model by showing concern for the
neighbourhood and the community.
29
2) enrich their children’s life experiences
Parents can encourage and support their children to develop the habit of reading
widely and engaging proactively in different kinds of activities. For example, parents
can encourage their children to:
subscribe to newspapers (especially those include a student section) and read a
wide range of materials from academic writings, magazines and newspapers to
online resources; and
engage in different kinds of activities such as museum visits and community
services to enhance their ability to integrate and synthesise knowledge in a holistic
manner.
3) help their children develop critical thinking skills
In helping their children to develop critical thinking skills, parents should leave
room for their children to think and discuss. They should also instill in their children
qualities of respect for evidence and the views of others. For instance, parents can:
encourage their children to raise questions and express their own views, ensure
enough time for discussion and give compliments constantly;
listen to their children’s views on a range of issues and avoid making premature
judgement so that they have conﬁdence in developing critical thinking skills; and
let their children know when the children’s views have successfully changed their
parents’.
30
4) understand how their children’s “IES” is progressing
The most important role parents play in facilitating their children’s “IES” is to
encourage their children to complete tasks that they are able to accomplish, so that
their children can enjoy the pleasure and satisfaction of self-directed learning. They
can also encourage their children to accomplish assignments within the required
time at different stages of the IES. Besides, parents may communicate with their
children more frequently so as to understand their children’s IES progress and
recognise their children’s efforts. However, extra support such as having a ﬁnger in
their children’s IES projects or collecting information for them is not necessary.
31
6 Frequently Asked Questions
Liberal Studies help students to develop critical thinking skills.
But will that make them criticise everything and turn deﬁant?
Critical thinking is different from “criticising everything” or deliberately raising
opposing views to make oneself outstanding.
Critical thinking is the process through which an individual makes a judgement
after an in-depth reflection on the views, suggestions and values of himself / herself
and those of other people or organisations, followed by continuous deliberation and
reference to a wide range of evidence and data.
Liberal Studies aims to develop in students critical thinking skills through the study
of a wide range of issues. Such skills include the ability to communicate opinions
clearly and systematically, demonstrate respect for evidence and open-mindedness
and tolerance towards different views, as well as show empathy for other people’s
stances.
When exploring “the relationships between young people and their elders”,
Miss Li asked her students to describe whether there were any changes in their
relationships with their elders after they entered secondary schools. Through
case studies, Miss Li guided her students to enquire into the reasons for the
conflicts between parents and children. At the beginning, students only managed
to give general views on the issue such as “parents don’t understand the needs
of their children” and “children are disobedient”. However, they discovered
during the enquiry process that the root of the problem lied at the differences in
cultural backgrounds, ways of seeing things and experiences between the two
generations. Miss Li then asked her students to analyse the factors (e.g. mode
of communication) which help promote or may destroy the relationships between
parents and children. Throughout the enquiry process, students gained new
insights into how young people can establish good communication with their
parents. They also attempted to change from a self-centred mode of thinking to
one that can see things from different perspectives.
32
Are our teachers ready for teaching Liberal Studies?
In Hong Kong, nearly all teachers have been professionally trained and are familiar
with the basic classroom skills (such as discussion, evaluation and enquiry skills)
and assessment skills.
Liberal Studies (Advanced Supplementary Level) was introduced into Hong Kong
secondary schools in 1992. Over the past ten-odd years, a throng of teachers have
gained experiences in teaching the subject and they can share their experiences to
others in the ﬁeld.
EDB has been offering professional development programmes for teachers who
are going to teach Liberal Studies.
From 2009 to 2012, EDB will continue to provide training courses for new Liberal
Studies teachers and organise advanced courses with practical components for
serving Liberal Studies teachers.
EDB and the Hong Kong Education City have jointly developed the “Web-based
Resource Platform for Liberal Studies” (http://ls.edb.hkedcity.net) to provide
learning and teaching resources relevant to NSS Liberal Studies. From October
2009 onwards, all Liberal Studies teachers may use the videos posted on the
Platform for class discussion.
What support measures are available for schools?
Under the new academic structure, EDB will continue to organise different types
of professional development programmes for Liberal Studies teachers and update
the content of the “Web-based Resource Platform for Liberal Studies” regularly to
support the teaching of the subject. In addition, the “Liberal Studies School Network
Scheme” jointly implemented by EDB and the HKEAA will serve to provide curriculum
consultation service and SBA quality assurance for schools. Teachers with experience
in the teaching and public assessment of subjects relating to Liberal Studies will be
appointed as District Co-ordinators to provide curriculum related enquiry service to
schools within the district.
33
How should schools plan their three-year Liberal
Studies curriculum?
The total lesson time allocated to Liberal Studies in the three-year senior
secondary curriculum is approximately 270 hours, of which about 180 hours are
allocated to the six modules and 90 hours are reserved for the IES. Schools may
arrange the lesson time flexibly throughout the three years, and they may also work
in coordination with other curricula (e.g. Languages, Moral and Civic Education,
etc.) to achieve the objectives of the subject.
The issues to be explored in Liberal Studies often concern more than a single
module (e.g. human swine flu or Influenza A H1N1 can be discussed under both
modules of “Public Health” and “Hong Kong Today”). However, it is common for
schools to arrange students to study certain modules earlier, so that they can make
effective use of the knowledge, skills and attitudes acquired from these modules to
enquire into the others at a later time.
In planning their Liberal Studies curriculum, schools will consider the abilities,
interests and habits of their students, the expertise of their teachers, and the
curriculum characteristics of the school, and draw up teaching plans and work
schedules for each form, including the deadlines for the submission of assignments
for each of the three stages of IES.
34
The curriculum planning of a secondary school for Liberal
Studies under the three-year senior secondary curriculum
Secondary 4
Module 1: Module 6:
Module 2:
Personal Development Energy
Hong Kong
and Interpersonal Technology and
Today
Relationships the Environment
Progress of
“Independent
Preparatory stage
Enquiry Study”
(IES)
Secondary 5
Module 5: Public Health Module 3: Modern China
(including discussions on (including discussions on ad-
ad-hoc issues / cross- hoc issues / cross-modular
modular issues related issues related to Modules 1,
to Modules 1, 2 and 6) 2, 5 and 6)
Progress of collection, organisation
‘Independent writing up of a compilation of
/ analysis of data /
Enquiry Study’ Project Proposal a study report
information
(IES)
Secondary 6
Module 4: Globalization
Revision on issues
(including discussions on issues
explored over the past
from other modules / ad-hoc
three years
issues / cross-modular issues)
3
How can parents obtain the latest information on
Liberal Studies?
In order to help parents understand the subject nature of Liberal Studies and its
pedagogical approaches, the EDB has been putting in place various measures,
including organising district-based parents’ seminars, publishing pamphlets and
this Parents’ Handbook, and producing promotional videos. Parents may visit the
EDB’s website (http://www.edb.gov.hk/parentstalks) and look for more details about
the parents’ seminars.
EDB will continue to maintain a close contact with schools’ Careers Groups and
ensure that the Parent-Teacher Association in each school has proper access
to the latest information on the subject, so that parents understand how Liberal
Studies is implemented in schools and may better support their children to adjust
to the modes of learning in Liberal Studies in a short time.
Parents may also visit the “Web-based Resource Platform for Liberal Studies”
(http://ls.edb.hkedcity.net) for relevant information on the subject.
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Contact us
Education Bureau
Liberal Studies Section
Curriculum Development Institute
E-mail : ls-suggestion@hkedcity.net
Address : 13/F, Wu Chung House, 213 Queenʼs Road East, Wan Chai, Hong Kong